Ethnochoreography-Based Dance Education for Strengthening Cultural Awareness and Cross-Cultural Identity

Abstract

This article examines dance education based on an ethnochoreograic approach as a pedagogical strategy to foster cultural awareness and shape students' self-identity in a cross-cultural context. This approach positions dance as a cultural text that is full of social, symbolic, and historical meaning. This study was prepared as a conceptual research with a qualitative, descriptive-analytical approach, referring to the literature in the fields of ethnochoreograology, educational anthropology, and reflective pedagogy. The results of the study show that dance education that is designed in a contextual and reflective manner is able to integrate embodied experiences, symbolic exploration, and cultural dialogue.  The Recognize–Relate–Reflect  learning model is seen as effective in encouraging learners' affective and cognitive involvement. Teachers act as cultural facilitators, reflection guides, and local community liaison. Through this learning, students not only master movement techniques, but also experience the process of self-meaning, strengthening empathy, and cultural identity transformation. Thus, ethnochoreogralogical approaches offer a significant contribution to designing art curricula that are transformative, inclusive, and relevant to multicultural dynamics in the global era.